Emerging from out of the shadows? Service user and carer involvement in systematic reviews

The systematic review methodology literature refers to the importance of involving stakeholders, including service users and carers, in the research. However, compared with other aspects of the methodology, this aspect of conducting systematic reviews is under-developed and the practice of involvement appears highly variable. This article draws on the experience of working with service users and carers in one systematic review to review the barriers to participation and the components of effective involvement. It suggests that quality standards can be identified for service user and carer involvement in systematic reviews, which will benefit policy and practice development

Carers as partners in social work education

This report explores the extent and nature of participation by caregivers in the education of social work students in England. A national survey gave rise to a series of telephone interviews with education providers; regional workshops then brought together for discussion representives of carers' organisations, individual caregivers and educators. The study identified the ways in which caregivers are involved in educating social work students, the challenges experienced, the factors that facilitate positive involvement, and the outcomes experienced by those involved. The report makes a series of recommendations designed to facilitate good practice in caregiver participation in social work education

Law Learning in Action: An Action Learning Project to Evaluate Processes and Outcomes of using Law E-learning Objects in Social Work Education

This document reports on a research project funded by the Social Care Institute for Excellence to evaluate the processes and outcomes (for social work students and educators) of using a suite of e-learning objects within law teaching on social work degree programmes. The e-learning objects in question were published by SCIE in 2007, and those involved in their development were keen to explore how they were being used, and what their impact might be. The research, which started in 2008 and reached completion in 2010, has tracked a group of educators in 6 universities as they have engaged in a process of collaborative capacity building, through participation in a learning set designed to support their own engagement with e-learning and to develop skills in evaluating their outcomes for students. A full list of the SCIE law e-learning objects and their associated learning outcomes is given at Appendix 1

Self-neglect and adult safeguarding: findings from research

This report was commissioned by the Department of Health (DH) and examines the concept of self-neglect. The relationship between self-neglect and safeguarding in the UK is a difficult one, partly because the current definition of abuse specifies harmful actions by someone other than the individual at risk. Safeguarding Adults Boards’ policies and procedures commonly contain no reference to self-neglect; occasionally they explicitly exclude it or set criteria for its inclusion The perceptions of people who neglect themselves have not been extensively researched, but where they have, emerging themes are pride in self-sufficiency, connectedness to place and possessions and behaviour that attempts to preserve continuity of identity and control. Traumatic histories and life-changing effects are also present in individuals’ own accounts of their situation. Self-neglect is reported mainly as occurring in older people, although it is also associated with mental ill health. Differentiation between inability and unwillingness to care for oneself, and capacity to understand the consequences of one’s actions, are crucial determinants of response. Professional tolerance of self-neglect as lifestyle choice is higher than when it accompanies physical/mental impairment. Professionals express uncertainty about causation and intervention

Overcoming Barriers: Factors of Resiliency in Refugee Students Pursuing Higher Education

This research looks at the significant barriers that exist in the United States that hinder African refugee youth from being able to pursue their educational goals. According to the literature, language, social, and economic barriers during this pivotal point in their lives are often reasons that refugee students may have a difficult time going to college. Refugee families enter the United States in hopes of a prosperous life. The following research will discuss ways that current or former refugees have overcome these barriers through forms of intervention and acts of resiliency to reach their educational goals. The findings of this study are meant to help social service agencies design a curriculum that will support refugee students as they begin their educational journey in America

‘You shall not murder’: Atos at the Paralympic Games

At the London 2012 Paralympic Games a controversy arose regarding Paralympic sponsor ‘Atos’, the French IT company contracted at £400m, to implement the United Kingdom (UK) Government’s ‘Work Capability Assessment’. Atos were accused of falling short of professional codes of conduct, including declaring fit for work persons who subsequently died following removal of their benefits. The disability rights group ‘Disabled People Against Cuts’ held UK wide protests at Atos offices in Cardiff, Glasgow, Belfast and London. I argue that rather than responding positively to the protests, the International Paralympic Committee (IPC) is causing damage to the Disabled People’s Movement (DPM). To build the argument within a theological context the Biblical story of Cain’s slaying of his brother Abel is applied to help understand the relationship between the IPC and the DPM respectively

‘I’m not an activist’: an exploratory investigation into retired British Paralympic athletes’ views on the relationship between the Paralympic games and disability equality in the United Kingdom

One claim of the UK Government’s Department for Culture, Media and Sport is that the London 2012 Paralympic Games ‘improved attitudes to disability and provided new opportunities for disabled people to participate in society’. In addition, the International Paralympic Committee’s strategic plan suggests that the Paralympic Games is a vehicle for achieving ‘a more equitable society’. The aim of this study was to examine the reflections of a group of retired British Paralympic athletes on the relationship between the Paralympic Games and disability equality in the United Kingdom. Narrative interviews were conducted with five male retired British Paralympians and one female retired British Paralympian who had participated in a total of 22 Summer Paralympic Games events. I will argue that some Paralympic athletes who are not obvious ‘activists’ can still contribute to equality for disabled people